Bearwood Primary School

We will use a wide range of information to identify children with special educational needs and disabilities and these will include:

• Information provided by any previous school / setting
• National Curriculum expectations
• Scores from standardised reading, spelling or mathematics tests
• Other diagnostic assessment scores
• Year 1 phonics screening check outcomes
• Analysis of the pupil’s work
• Observations of the pupil
• Feedback from discussions with parents, pupil and staff
• Attendance and behaviour data
• Information from outside agencies
• Evidence of the impact of provision already tried

On a daily basis, teachers evaluate their lessons and consider whether individual children are making the expected progress. If teachers have any concerns regarding a child in their class, they discuss these concerns with the child’s parents and with the SENCo.

If you have concerns about your child we would advise you to contact the class teacher.   The class teacher may recommend a meeting with the SENCo which can be arranged with parents’ permission.

If you continue to have concerns about your child then you can contact the main office to arrange a meeting with the SENCo and/or Head Teacher.

If your child has not yet started at our school, you can contact the main office and arrange a meeting with the SENCo.

Class teachers are accountable and responsible for all children in their class which includes those children with SEND. However, there may also be input from the SENCo and other appropriate agencies such as Learning Support Service (LSS), Educational Psychology (EP) and Speech & Language Therapy (SALT).

The SENCo monitors individual plans and meets with class teachers on a termly basis to review SEND provision.

Parents will be involved at all times.

We will have an early discussion with the pupil and their parents/carers when identifying whether they need special educational provision. These conversations will ensure that everyone develops a good understanding of the pupil's areas of strength and difficulty. We strive to work in partnership with parents as they can provide key information about their child. We will make sure that everyone understands the agreed outcomes sought for the child and what the next steps are. 

During the school year:

• Parent consultation evenings with class teachers
• Annual reports
• Sharing targets through an Individual Support Plan, Strategies Plan, Pastoral / Behaviour Plan and / or Healthcare plan depending on needs
• Individual Support Plans (ISPs) are reviewed termly with parental and pupil input
• Reports from outside professionals, if involved
• Annual Review meetings for children with an EHCP
• Additional meetings as needed with class teachers and / or Senco

We aim to provide an inclusive education, which includes high quality class teaching with appropriate adaptations, for all children.

The Individual Support Plan (ISP) will detail the additional support your child needs.

Your child will be encouraged to be as independent as possible using a range or strategies and resources which may include:

• Visual timetables
• Checklists
• Practical equipment including access to a laptop / tablet
• Tasks broken down into small, manageable steps
• Interventions to develop independent working skills

The curriculum will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or 1:1 support if needed or specific interventions.

Each child’s strengths and needs are looked at individually to determine the best strategies for them.  The school also follows individual therapy programmes and recommendations from outside agencies including speech & language (SALT), Educational Psychology (EP) and the Learning Support Service (LSS).

Strategies may include:

• Differentiated activities
• Visual support including pictures, objects and word mats
• Visual timetables
• Social stories
• Time Out / Safe place
• First and Then cards – first reading then choosing time
• Communication cards
• Individual work stations
• Sensory / movement breaks
• Personalised reward systems
• ICT support
• Work broken down into small, achievable steps
• Modelled language
• Talk / Writing frames
• Alternative ways of recording work

Within the constraints of the budget we provide:

• A SENCo to coordinate provision for SEND and advise teachers / support staff
• Learning Support Assistants in each year group
• Learning Support Assistants to support specific focused teaching or interventions where necessary
• Learning Support Assistants trained to support specific children
• Nurture Assistant trained LSAs to provide individual and group support

This will vary for each child but we will endeavour to provide additional resources as required. Any resources and equipment that a child needs will be considered based on recommendations made by specialist services.

The types of resources might include:

• Specialist cushions or seats
• Sloped writing desks
• Concentration work station
• Concentration toys (‘fiddle toys’)
• Specific pens/pencils or grips
• Ear defenders
• Theraputty
• Caring cutlery
• Social Stories
• Communication Cards
• Sensory toys
• Resources to develop fine and gross motor skills
• Coloured paper or overlays
• Use of a laptop / tablet
• Clicker 8
• Specialist reading schemes – e.g. Project X, Moondog
• Occupational Therapy (OT) resources – e.g. balance balls
• Left-handed scissors

This will depend on the child’s identified needs and the current DfE guidelines.  Any additional support for SEND children during SATs is regulated by the Standards and Testing Agency.

This may include access to:

• Additional time
• A scribe
• Readers
• Prompts
• Adapted papers
• Quiet areas
• Movement breaks

The school regularly monitors the progress of all children, including those with SEND. This is carried out in a number of ways:

• On-going Teacher Assessments - as part of Quality First Teaching, teachers continually assess children and amend their teaching where necessary to either support or extend the children
• Pupil Progress Meetings - these are held once a term with the class teacher, Senior Leadership team and SENCo
• Standardised tests that give standardised scores and comparative ages
• ISP (individual support plan) Meetings and parents’ evenings – a chance to give input from home experiences
• Aspects of progress will be discussed with parents where appropriate.

Individual Support Plans (ISPs) are reviewed termly by class teachers, with input from the pupil, parents and SENCo.  New targets are set based on how much progress has been made and on any recommendations from outside agencies such as Learning Support Service (LSS) and Speech & Language Therapy (SALT).

If your child has an Education Health Care Plan (EHCP) you will also be invited to be a part of the Annual Review, alongside other professionals who are involved with supporting your child. 

• ISP review meetings
• Annual Review meetings for children with an Education Health Care Plan (EHCP)
• Parents / carers can request a meeting with the class teacher and / or Senco at a mutually convenient time.

• General information is available on the school website and weekly newsletter
• Home-school communication books are used as appropriate for some children
• The SENCo can be contacted by email, either directly or via the school office
• Class teachers can be contacted by email via the school office.
• It may be possible to speak to class teachers briefly before or after school in the playground
• Meetings can be arranged with the class teacher and / or Senco to discuss any concerns about a child

*It may not be possible to have face-to-face meetings during the current Covid-19 pandemic but alternative arrangements such as phone calls or Teams meetings will be put in place as appropriate.

The following support you can offer your child has significant impact on their progress:

• Ensure that your child has enough sleep and is ready for learning
• Ensure punctual, regular attendance 
• Tell us about any issues from home that might impact your child’s learning. 
• Listen to them read every day
• Read stories to your child
• Help your child to learn their times tables
• Support home learning activities including online learning such as Mathletics, Times Tables Rock Stars and Accelerated Reading
• Support your child with their personal Individual Support Plan targets
• Follow any programmes set by external agencies – e.g. speech & language therapy, occupational therapy, physiotherapy
• Talk to your child about things they are doing at school and about what is happening in the world around them

The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are demonstrated. 

Where necessary, transition meetings will be held to ensure the smooth transition to a new year group or new school

School is also able to signpost parents to support from a range of other agencies.

The views of the child are considered wherever possible. They are involved in the target setting and review of their ISP and if they have an EHCP, they will be invited to attend and contribute to the Annual Review process. 

Children with SEND may also have a one page pupil profile which will be written and updated with the child to give a clear picture of their strengths and areas of need.

N/A

The school regularly assesses the effectiveness of its provision as part of a graduated approach. This is done in a number of ways including

• Monitoring progress using Teacher Assessments and standardised scores - this is done as part of Pupil Progress Meetings
• Outside agencies such as Speech and Language Therapy, Educational Psychology, Learning Support Service and Foundry College Outreach, review objectives set and progress made towards these
• Class teachers, supported by the SENCo or Senior Leadership team, evaluate the impact of teaching strategies
• The SENCo monitors the impact of interventions
• The SENCo meets with teachers on a termly basis to evaluate SEND provision and outcomes
• Annual Reviews for children with an Education Health and Care Plan (EHCP) – pupil and parents’ views are obtained as part of the review process
• Discussion with children, as appropriate, and parents.
• Children are aware of own learning targets and next steps

We provide support for pupils to improve their emotional and social development in the following ways:

• We have many strategies which are part of our curriculum and they are embedded in our everyday classroom practice and school ethos. These include PSHE, Gerald Awards (for Growth Mindset) and various praise and reward systems
• A weekly assembly where academic and personal successes are celebrated with the whole school
• We have a zero tolerance approach to bullying and enable both parents and children to report incidents quickly

Extra support for individuals who need a more personalised approach includes:

• Nurture group session to learn social skills
• Individual nurture sessions
• Social Stories
• 1:1 time with a trusted adult
• School can refer children to CAMHS (children & adolescent mental health services)

We aim to work closely with parents / carers to support a child who is struggling to conform to normal behavioural expectations and will arrange regular meetings to monitor progress.

At all times we have clear, high and consistent expectations of behaviour.

For children at risk of exclusion we may provide:

• Nurture / ELSA sessions 
• Pastoral Support Plans
• Individual Behaviour Plans
• Personalised behaviour reward charts
• A time out / ‘safe space’ to calm down
• Movement or sensory breaks
• A referral, with parental permission, to Foundry College Outreach or CAMHS for support and advice

We have members of staff including teachers, Learning Support Assistants and Lunchtime supervisors who have undertaken first aid training. All staff adhere to the First Aid Policy.

The school nurse team has also provided

• Allergies and EpiPen / Jext Pen training
• Asthma / Inhaler training
• Diabetes training

Staff undertake any training needed for specific medical needs

There is also a life-saving defibrillator in school.

We only administer prescription medication and parents must fill in a form in the office outlining the dosage and correct use. Any medicines are kept securely at school.

Inhalers are kept in classrooms and EpiPens / Jext Pens are stored in a secure area. These and other medicines are regularly checked to ensure they are in date.

All staff adhere to the Supporting Children with Medical Conditions Policy.

We have a disabled toilet which is also a wet room. If needed, we provide personal care and follow our Intimate Care Policy, usually having a 2:1 ratio. 

Individuals may be provided with Caring Cutlery and extra time / supervision when eating if appropriate.

• Educational Psychologists (EP)- offer advice and carry out assessments.
• Learning Support Service (LSS) - assess children and offer advice / training to staff
• Speech and Language Therapists (SALT) - carry out assessments, devise therapy plans and train staff
• Children and Adolescent Mental Health Services (CAMHS)
• Behaviour Support teachers (Foundry College Outreach)
• Occupational Therapists
• Physiotherapists
• Addington Outreach – advice regarding children with EHCPs
• School Nurse Team
• SENDIASS – parental support

Speak to the SENCo who will advise next steps and make referrals as necessary. You can also seek advice from your GP.

• Therapists come into school to assess a child and review progress
• Detailed therapy plans are provided to school and parents
• Therapy plans are carried out in school by school staff. Advice and staff training are provided as required
• Parents / carers are encouraged and supported to work on therapy targets at home with their child

• Contact the SENCo who can offer advice and if appropriate arrange a referral
• You can also see your GP to request a referral to occupational therapy and physiotherapy

The Head teacher is the designated officer for Child Protection and the Designated Safeguarding Lead. The school has access to Children's Social Care services and can make a referral at the request of parents or if an issue is identified to us. 

• Training is provided depending on current and future needs.
• Staff INSET and staff meeting SEND input as required
• The EP / SALT and LSS services can provide training to specific staff or the whole school as required
• SENCo attends local SEND network meetings / training and cascades information to staff

• Learning Support Assistants are given opportunities to attend courses and access online training to further develop their knowledge and understanding of areas of SEN.
• SALT and OT regularly train LSAs to deliver therapy plans to specific children
• The SENCo trains LSAs to deliver particular interventions
• LSAs support each other so they benefit from each other’s knowledge and skills

• Our SENCo has successfully completed postgraduate training in SEN and has achieved the National Award in SEN Coordination
• Class teachers are experienced in working with a range of SEND pupils

• One LSA is a trained Nurture Assistant
• More LSAs are currently being trained as Nurture Assistants
• Many LSAs attend SEND courses
• LSAs are experienced in working with a range of SEND pupils

All children are included in out of school activities and trips in discussions with parents and risk assessments undertaken in line with the Local Authority guidelines.

 Parents may be invited to accompany their child if necessary or 1:1 support may be provided depending on the level of need. Staff undertake a preparatory visit to ensure the risk assessment is appropriate and staff ensure that venues are fully informed of any additional support that may be required.

As part of our preparations for activities and trips we will discuss the support needed for an individual child with their parents / carers. We will also inform parents of the advice given by the place to be visited in terms of their facilities and accessibility.

The school has relevant access points and ramps throughout.

Adaptations are made to suit individual needs as required and as advised by outside agencies / specialists.  

We have a disabled toilet which is also a wet room with shower. 

The school ensures that reasonable adjustments are made to ensure that the school is accessible to all children and that these adjustments are reviewed and amended as necessary. 

The school aims to communicate with parents / carers who have a disability in the most effective way for each individual.

We encourage parents to bring an advocate (trusted representative) who is able to offer translation services. We can access translation services via the local authority.

Where possible, and depending on individual needs we may offer:

• Foundation Stage – staff visit children with SEND in their nursery / pre-school setting and/or arrange home visits or home phonecalls
• Planned transition visits to the school
• Contact with the previous school’s SENCo to discuss needs and appropriate support
• Meetings with parents / carers to discuss needs and strategies
• A photo booklet or Social Story to help familiarise the child with the school and staff

• Transition meetings to share information between the current and new teacher
• SEN handover documents, listing the child’s strengths, needs and effective strategies
• Visits to their new classroom to spend some time with their new teacher
• A transition booklet / Social Story to take home which includes photographs of the new classroom and staff, explanations of new routines and a welcome to the child
• Some children may be invited to an extra transition day before the beginning of term in September

• Extra transition visits to secondary schools
• LSAs may accompany a child on a transition visit
• Secondary school colleagues invited to school to meet the child and observe them in their current setting, particularly for those with an EHCP
• Foundry College Outreach support for some individuals who need extra help with transition

• Staff at the new school invited to visit the child in the current setting
• Y6 staff meet with secondary school staff to pass on information and share good practice and strategies
• Our SENCo will work closely with the receiving school’s SENCo to ensure there is a smooth transition
• All relevant SEND information will be passed onto the new school
• Preparations for transition for those children with an EHCP will begin at the Y5 Annual Review meeting

All SEN records will be passed onto the next school.

This may include:

• EHCP documents and Annual Review paperwork
• Any diagnostic assessments
• Individual Support Plans (ISPs) and information on successful interventions and strategies
• Relevant paperwork / reports from any external agencies such as SALT, EP, OT, physiotherapists, Learning Support Service
• Pupil Profiles
• Assessment records

N/A

We would encourage you to firstly speak to your child's Class teacher. You can also speak to the SENCo or Head Teacher.

N/A

We try to keep up to date contacts for agencies and we are always happy to help parents/carers find support groups as needed. We have leaflets for SENDIASS in the main office and send out the CAN Newsletter to parents of children with SEND.

Parents are encouraged to speak to the class teacher in the first instance and can also email or make an appointment to see the Senco.

Parents can email or phone the school office and feedback will be passed on to the relevant person.

11.1: School admission arrangements for children with special educational needs and disabilities

11.2: School Accessibility Plan

11.3: Special Education Needs Policy